Abstract

The article discusses prospects of assisting secondary school students with learning difficulties in relation to implementation of inclusive education. Reasons for failure of attempts to provide remedial assistance to this category of children are seen in the following: separated operation of secondary mass schools and special schools, stigmatization supported by such separation, and deficiencies of diagnostics associated with these factors. Effective implementation of inclusive education for all children who are suffering learning difficulties requires experimental testing of its model taking into consideration all its determinative features, as well as overall domestic educational experience.